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RE Agreed Syllabus Using the new RE syllabus to inspire pupils’ learning Planning / learning / inspiration

RE Agreed Syllabus Using the new RE syllabus to inspire pupils’ learning Planning / learning / inspiration. Contents overview & summary: statutory syllabus PAGE 2. Foreword, Introduction, Executive summary RE in the Whole Curriculum: Aims, Purposes, Attainment Targets

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RE Agreed Syllabus Using the new RE syllabus to inspire pupils’ learning Planning / learning / inspiration

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  1. RE Agreed Syllabus Using the new RE syllabus to inspire pupils’ learning Planning / learning / inspiration

  2. Contents overview & summary: statutory syllabus PAGE 2 • Foreword, Introduction, Executive summary • RE in the Whole Curriculum: Aims, Purposes, Attainment Targets • Spiritual, Moral, Social and Cultural development and RE • Which religions are to be studied? Minimum requirements • Curriculum Time for Religious Education • Programmes of study for learners from 3-19 • Every Child Matters in RE, SEAL, Community Cohesion • Learning and teaching in RE: Personal learning and thinking skills • Attitudes and Religious Education • Achievement in RE: the Nottingham City and County 8 level scale of expectations in RE

  3. Additional sections of support, guidance and advice (disc): • Inclusion, Special Educational Needs (including ‘P’ levels), Gifted and Talented pupils and RE. • Personal Development: Spiritual, Moral, Social and Cultural Development, PSHE and Citizenship: A distinctive contribution from Religious Education • Transition from Key Stage 2 to Key Stage 3: A recommended bridging unit. • RE and the law. • Local RE: What is special about RE for Nottingham City and County pupils? • The eight level scale: guidance for teachers at each key stage. • From the POS to SOW: guidance for teachers. • Religion in our local area – A key stage two unit • Religions in each key stage: teaching suggestions and exemplar units for a scheme of work • Resources for learning. RE and ICT.

  4. PAGE 8 Learning about religions (examining and understanding religious perspectives) This includes exploring and examining religious beliefs, spirituality, teachings, worship, practices, behaviour and ways of expressing meaning, with reference to the specific religions studied. Learning from religion (exploring & responding to human experience) This includes exploring & responding to questions of identity, belonging, diversity, experience, meaning, purpose, truth, value, commitment and spirituality, making links to the specific religions studied.

  5. The Themes of Key Stage 1 RE • believing: what people believe about God, humanity and the natural world • story: how and why some stories are sacred and important in religion • celebrations: how and why celebrations are important in religion • symbols: how and why symbols express religious meaning • leaders and teachers: figures who have an influence on others locally, nationally and globally in religion • belonging: where and how people belong and why belonging is important • myself: who I am and my uniqueness as a person in a family and community PAGE 20

  6. Samuel is 6 “Amazing, fabulous God This is my picture of God. He is showing us that he is amazing and fabulous!”

  7. Experiences and opportunities: KS2 • encountering religion through visitors and visits to places of worship, virtual visits using ICT and focusing on the impact and reality of religion on the local and global community • discussing religious and philosophical questions, giving reasons for their own beliefs and those of others • considering a range of human experiences and feelings • reflecting on their own and others’ insights into life and its origin, purpose and meaning • expressing and communicating their own and others’ insights through art and design, music, dance, drama and ICT • developing the use of ICT for RE, particularly in enhancing pupils’ awareness of religions and beliefs globally. PAGE 23

  8. Marbles “The marbles in the bag are in all the colours of the planets. I think the world and all our planets are marbles in another world. When the bag is open, it means the day has begun. When the bag is closed, it is night time. When war is upon us, it means the bag has split, and the earth has rolled out into a dark corner, but when wars end, happiness fills our hearts. Earth has been helped back into the bag again. Day and night will pass peacefully.” Asmara is in Year 6

  9. Flying hearts of love “This picture shows what ‘open minded’ means. It has different people playing together, and the religious symbols show that every person is the same. I have put on the picture words that show how we can open our minds: respect, adventure, peace, helpful, care, try new things. I chose this design because it shows how people try to be nice to each other: you need to care about people from other religions too. My favorite thing about my picture is the hearts, because it looks as if they are flying and they show love.” Melinda is 8

  10. Here we come Allah Here we come to serve you Here we come. No partner do you have All praise to you The universe is yours Here we come Allah, here we come. The world is a very, very big house Many people living in many rooms We must open all the doors up We must unlock them all today Throw all the keys away Oceans and mountains divide us But the same fire burns inside us We must throw the world behind us With Allah is where you’ll find us.

  11. New units of work for Nottingham RE Ten new examples ready to use for the primary school Template for more for primary schools to develop and adapt Four units for secondary schools to model from • FS2: Celebration in many faiths • Y1/2: Talking about God • Y1/2: Jewish beliefs and actions • Y1/2: Learning from the Torah • Y1/2: What can we learn from visiting a church? • Y3/4: Religions in our community • Y3/4:Values: Christians and Humanists • Y3/4: What do we know about Jesus? • Y3-6: Express the spiritual through the arts • Y5/6: Christian Aid and Islamic Relief: Can they change the world?

  12. Inclusion • Cohesion • Respect

  13. Reflection • Deeper thinking • Ultimate questions

  14. Inspiration for RE Deeper thinking Rooted identity Attitudes of respect Good learning about Christianity, about many religions and about other ways of life Open heart Broad minds

  15. Learn about and learn from: 50/50 • Life as a journey: guidebook, directions • Say Hello to... Ahmed and Nita • Community cohesion and respect for all • Celebrating the birth of a baby • My Bible Wisdom: wise sayings and me • How to be naughty • Christian and Humanist values • At the manger: What did they think? • Easter: sequence the pictures • Islamic song • Rules to live by • Visit places of worship: think / friendly / peace • Worship and devotion: visual learning • Jesus: life, teaching, example and art • Assessment: Levels 1-5, key skills and examples

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